The Journal 2022/23

STAFF AGENCY For decades conventional professional development models in British education settings have focussed largely on a top-down, one-size-fits-all approach which subjects teachers en masse to instructional ‘training’ imparted by their leaders irrespective of their individual contexts.

Whilst paradigm shifts are slow in most professions, they are particularly ponderous in education where there is a tendency for schools to cling to the status quo for fear of disruption amid the annual cycle of examination results and inspection. However, an evolution that has gained momentum in recent years is the recognition that the continued progress of high-performing schools is dependent upon teachers driving their own professional learning in a manner bespoke to their and their students’ particular strengths, needs and priorities.

In this vein, our teachers have been considering their own specific areas of focus as part of their professional learning and growth. Our primary teachers, for instance, have been engaging in peer observation and providing formative feedback which allows further refinement of their practice towards objectives related to student achievement, engagement and experience.

In addition, they have been collaborating on key areas of strategic planning linked to curriculum design, the use of educational technology to redefine learning opportunities and relational behaviour approaches to ensure our next steps at a whole-school level are the product of full consultation and due consideration of best practice research.